WebQuest
by: Lois
Lowry
WebQuest
by: Lois
Lowry
Introduction:
Over the next six to seven weeks, we will integrate our Reading and our Social Studies. We will read a novel called Number the Stars, and learn about other events that are related to the topic of the book. The book, Number the Stars, was written by Lois Lowry, who has written many well known children's' books. This is a fictional story that deals with the events that took place in Denmark during World War II. Students will use various resources, including books, software, and the Internet, to support this unit. They will participate in cooperative groups, work independently, produce projects, and respond to the novel through reading, writing, art activities, discussion, and research.
Through an integrated unit connecting Language Arts and Social Studies, the students will learn about events that happened during World War II. They will use this knowledge in a culminating "Freedom Celebration." The Freedom Celebration will be a combined theater and museum where the students perform their Number the Stars skits and display their World War II projects. The celebration will be video taped to be up-loaded onto this website, and will be shared with other classrooms and families.
1. Before reading the book, the students will so some pre-reading activities.
to find some information about Nazi goals during World War II. Be prepared to discuss what you have discovered with the class.
2. Read chapters one through four. Introduce the idea of rationing. One week prior to this, make an effort to measure how much school paper the students use in one week. Explain a fictional setting, something about how the school is experiencing shortages in paper and other school supplies. Pass out the "government coupons" that the students will have to use to get any paper and some other school supplies. Do this for one week. Measure the amount of paper the students used in the week it was rationed. Have the students make a graph of the data and discuss the outcomes.
Working in groups of three or four, use one of the following resources from the Internet:
to find out why rationing was used in the United States during World War II. The student groups will create a slide show presentation illustrating the differences between the rationing that was happening in the United States, and the rationing that was happening in Denmark during World War II. Be prepared to share the slideshows with the class.
Students will have a choice as to what method they wish to be evaluated about what they have learned from chapters one through four.
3. Read chapters five through eight. Introduce the idea of codes. Have Student of the Day go to next door room and ask teacher for some, "glue." student will come back with a paper bag filled with something. Do not tell the students what is in the bag. Do this for three days, but make sure the contents of bags are saved. After the three days, show the students what was in the bags, a can of pop, a bag of chips, and a candy bar. Have students explain why the code word, "glue," was used. Have the students discuss how this example was similar to the way Uncle Henrik and the others had used the word , "cigarettes." As a classroom, the students will make a glossary of new code words that they might use in the classroom. Each code word will be written down with a definition and an explanation as to how and why they would be used.
Working in groups of three or four, use one of the following resources from the Internet:
to find out who Navajo Code Talkers were, and what they did during World War II. Each group will write a paper, in word processed, paragraph format, on how the use of Code Talkers could have gone wrong, and why many Navajos may have been against helping the American government win the war. Each group should be prepared to share their thoughts with the class.
Students will have a choice as to what method they wish to be evaluated about what they have learned from chapters five through eight.
4. Read chapters nine through twelve. Working in groups of three or four, the students will use the following Internet sites:
to gain an understanding of smuggling. Class discussion: What is smuggling? What are some of the things that are commonly smuggled? Have the students work in groups to decide if the Johansens and the others were participating in the act of smuggling. The students may have a classroom debate about this.
Students will have a choice as to what method they wish to be evaluated about what they have learned from chapters nine through twelve.
5. Read chapters thirteen through sixteen. In the computer lab, the students will access this page and explore the following sites:
After exploring these sites, the students will compare and contrast the resistance work of the Danish people and the resistance work of the Patriots during the American revolution. A large chart will be constructed showing the similarities and differences between the resistances.
Students will have a choice as to what method they wish to be evaluated about what they have learned from chapters thirteen through sixteen.
6. Students will finish the book, including the afterward. Introduce the idea of a skit. The students will begin Word War II projects, and they will begin to work in groups to write and perform a skit based on a chapter from Number the Stars.
Each group will be responsible for choosing a chapter different from any other group and word processing a script for the group. One copy of the script must be approved by the teacher prior to presentation. The students must have costumes and props. They may have a backdrop, but it is not required. The skits will be video taped for up-load to website.
The students will be given the project assignment. Each student must choose a project idea, based on knowledge they have gained from this unit, which must be approved by the teacher before it is started. Students will choose at least one of the following ways to present their project.
Students will have a choice as to what method they wish to be evaluated concerning what they have learned from reading the novel.
Culminating Activity: The final activity will be a combined presentation of skits from Language Arts and projects pulled from the Social studies unit on World War II. Classrooms and parents will be invited and refreshments will be served.
We are not learning about every event that took place during World War II. This war covered so many geographical areas and took place over so many years, that it would be impossible to touch on everything. This unit is meant solely as an introduction to the events of World War II. There are many resources that you make look into to further your knowledge or to pursue an area of interest.
The students will be evaluated using a five point rubric. The maximum points possible, at the culmination of this unit, is 28. A unit grade will be figured, for each student, by taking the percentage of points earned over the total points possible.
Answered all questions, questions answered accurately,
excellent effort to complete task. The essay has properly written introduction, support, and
conclusion paragraphs, no grammar or spelling errors,
content is accurate. Story board completely described all of the main ideas of
chapters, accurately described main ideas, and exceeded
effort expectations. Group created an original script from a chapter different
from any other group, one copy approved by teacher, all
actors had costumes and props, and all lines were
memorized. Project approved by teacher, completed on time, fits
description of project, exceeded effort expectations. Answered most questions, most questions answered
accurately, good effort to complete task. The essay has properly written introduction, support, and
conclusion paragraphs, few grammar or spelling errors,
content is accurate. Story board described most of the main ideas of chapters,
accurately described most of the main ideas, excellent
effort. Group created an original script from a chapter different
from any other group, one copy approved by teacher, most
actors had costumes and props, and most lines were
memorized. Project approved by teacher, completed on time, fits
description of project, excellent effort. Answered some questions, some questions answered
accurately, some effort to complete task. The essay may not have properly written introduction,
support, and conclusion paragraphs, some grammar or spelling
errors, content may not be accurate. Story board described some of the main ideas of chapters,
accurately described some main ideas, some effort
required. Group created an original script from a chapter different
from any other group, one copy approved by teacher, some
actors had costumes or props, and some lines were
memorized. Project approved by teacher, completed on time, fits
description of project, some effort. Few questions answered, few questions answered
accurately, little effort to complete task. The essay may not have properly written introduction,
support, and conclusion paragraphs, many grammar or spelling
errors, content is not accurate. Story board described few of the main ideas of chapters,
may not have accurately described main ideas, little
effort. Group may not have created an original script from a
chapter different from any other group, may not have been
approved by teacher, few actors had costumes or props, and
few lines were memorized. Project approved by teacher, completed on time, may not
fit description of project, little effort. Did not attempt to answer the questions. Did not attempt to write an essay. No attempt to make story board. Group unable to present their skit. No project turned in.
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Shortly after the "Freedom Celebration," The students will meet in small groups to reflect on what they have learned. The teacher will move around to each group to facilitate the discussion. Each student in the groups give some sort of reflection on each question.
Shortly after the "Freedom Celebration," the students will access the website and view their skits and projects and those of their classmates.
This WebQuest's objectives meet the following Arizona Standards:
Number the Stars Review: A brief summary and some lesson plan ideas.
Number the Stars Plans: Unit plans and activities.
Number the Stars Review 2: Unit plans and activities.
Study Guide for Number the Stars: A series of questions to help in further understanding of book.
Number the Stars Links: An index of related Internet sites.
Number the Stars Novel Guide: Unit plans and activities.
Related Readings for Students: A list of books and other media related to Number the Stars.
A Teacher's Guide to the Holocaust: An index of related media for teachers related to Number the Stars.
U.S. Holocaust Museum: Contains a variety of resources for use by teachers, students and all who want to learn about this history.
World War II Jews and Resistance: An index of related sites to the reaction of the Danish to the persecution of Jews.
Holocaust Glossary: An on-line glossary that defines terms related to the Holocaust.
Arizona Standards in Technology
Arizona Standards in language Arts
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